WEBVTT

05:29.387 --> 05:33.537
If students are kept in the dark about
our instructional goals,

05:33.617 --> 05:35.534
how can they meet them?

05:36.917 --> 05:38.877
Clarification of our objectives

05:38.957 --> 05:42.707
is the first step towards
successful learning.

05:43.187 --> 05:46.617
Three elements
must be present in every objective.

05:46.697 --> 05:50.387
These can be remembered
by the acronym ACE.

05:52.037 --> 05:54.695
A is for the activity the student

05:54.775 --> 05:59.297
is required to perform, C,

06:00.077 --> 06:05.657
the conditions
under which he must perform, and E,

06:06.137 --> 06:11.027
the evaluation standard
for how well he must perform.

06:13.650 --> 06:20.177
100% accuracy is always assumed
unless otherwise stated.

06:21.407 --> 06:23.991
Our objective for this unit is;

06:24.407 --> 06:26.277
after viewing this unit,

06:26.357 --> 06:28.647
and without reference materials,

06:28.727 --> 06:32.937
you will write an objective
in your specialty area containing

06:33.017 --> 06:37.767
the three necessary elements
indicated by the acronym ACE.

06:38.357 --> 06:43.774
Note that our own objective
contains the three necessary elements.

06:44.567 --> 06:45.567
Activity.

06:46.187 --> 06:47.867
Write an objective.

06:48.947 --> 06:50.047
Conditions.

06:50.717 --> 06:55.384
After viewing this unit,
and without reference materials.

06:55.796 --> 06:57.476
Evaluation standard.

06:58.157 --> 07:01.491
Containing the three necessary elements.

07:03.227 --> 07:06.837
The format for writing
an objective may vary.

07:06.917 --> 07:10.112
It may be a single sentence,

07:10.192 --> 07:14.357
a paragraph, or a listing of the elements.

07:16.247 --> 07:20.997
The sequencing of elements
within the objective is also optional,

07:21.077 --> 07:24.327
but the number of elements cannot vary.

07:25.277 --> 07:29.861
All three must be present
in every acceptable objective.

07:32.357 --> 07:36.267
In any learning situation,
there are two types of activities

07:36.347 --> 07:40.014
which the student
may be required to perform.

07:40.397 --> 07:45.317
Observable activities
and indicator activities.

07:46.787 --> 07:51.454
The appropriate choice
depends on the skill being taught.

07:51.947 --> 07:56.447
Observable activities,
such as giving an injection,

07:56.987 --> 08:00.654
are required where motor
skills are involved.

08:02.327 --> 08:07.037
Indicator activities,
such as writing a diagnosis,

08:07.697 --> 08:11.781
are needed where mental
skills are to be mastered.

08:14.207 --> 08:20.867
Often, a single objective may require
both observable and indicator activities.

08:23.357 --> 08:27.897
Here, again, are the three necessary
elements of an objective.

08:27.977 --> 08:33.347
Study the following example,
and see if it contains all three.

08:55.337 --> 09:00.004
This objective does contain
the three necessary elements.

09:01.217 --> 09:05.551
The condition is,
given a diagram of a cell membrane.

09:08.447 --> 09:11.807
The activity, an indicator activity,

09:12.797 --> 09:17.477
is label the lipid protein
and carbohydrate elements.

09:20.567 --> 09:23.877
Since the evaluation
standard is not stated,

09:23.957 --> 09:28.817
it is assumed that the labeling
must be 100% accurate.

09:32.927 --> 09:36.927
Are all three elements
present in this objective?

09:58.487 --> 10:02.637
The conditions are,
given a series of audio recordings

10:02.717 --> 10:06.527
of the five most common
normal heart murmurs.

10:08.733 --> 10:11.570
100% accuracy is assumed,

10:11.650 --> 10:15.317
since the evaluation
standard was not stated.

10:17.027 --> 10:19.787
However, the activity, will know,

10:20.297 --> 10:25.487
does not provide either
an observable or an indicator activity.

10:26.237 --> 10:30.737
Therefore, it cannot be evaluated
and is unacceptable.

10:32.537 --> 10:37.977
An acceptable revision might read,
"Given a series of audio recordings

10:38.057 --> 10:41.427
of the five most common
normal heart murmurs,

10:41.507 --> 10:46.217
the student will draw
the ausculatory diagram of each."

10:48.497 --> 10:51.477
Another possible revision might read,

10:51.557 --> 10:56.418
"The student will select
from several ausculatory diagrams

10:56.944 --> 10:59.778
those that represent each murmur."

11:01.727 --> 11:07.517
The words draw or select add
the necessary indicator activity

11:07.937 --> 11:11.187
which makes these revisions acceptable.

11:12.647 --> 11:15.897
What do you think about this objective?

11:28.307 --> 11:30.557
This is very poorly stated.

11:31.067 --> 11:33.747
The actual activity is not clear,

11:33.827 --> 11:37.411
and the conditions
are not specified at all.

11:38.334 --> 11:41.084
One possible revision might read,

11:41.358 --> 11:45.447
"After viewing a film showing
three patients walking,

11:45.527 --> 11:47.695
one with an abductor limp,

11:48.107 --> 11:53.191
the student will identify
the patient with the abductor limp."

11:55.127 --> 12:00.877
The first part of the statement
provides a specific set of conditions.

12:05.657 --> 12:08.937
The second part
clarifies a student's activity

12:09.017 --> 12:13.877
and implies 100% accuracy
as the evaluation standard.

12:20.537 --> 12:24.704
The following film clip
is based on this objective.

12:24.947 --> 12:29.997
It is an excerpt from a course entitled,
"Clinical evaluation of the hip."

12:30.077 --> 12:36.161
Notice how the content is presented,
and then reinforced with a self-test.

12:37.547 --> 12:41.037
Observation of the gait
can often reveal signs

12:41.117 --> 12:45.237
of early derangements of the hip
before other clinical signs

12:45.317 --> 12:48.150
or radiologic changes are present.

12:49.667 --> 12:52.827
Because of weakness
of the musculature of the left hip,

12:52.907 --> 12:55.347
this girl can no longer support her body

12:55.427 --> 12:58.647
weight in the upright position
while walking.

12:58.727 --> 13:02.307
Notice how she shifts
the center of gravity of her trunk

13:02.387 --> 13:07.197
over her left hip while her weight
is borne on the same foot.

13:07.277 --> 13:12.111
This is the so-called abductor limp,
or Trendelenburg limp.

13:13.937 --> 13:18.177
Here is a patient with a less obvious,
but nonetheless, prominent limp,

13:18.257 --> 13:21.807
indicative of early
involvement of the left hip.

13:21.887 --> 13:25.557
Again, notice the shift
of his trunk over the left hip

13:25.637 --> 13:28.554
while weight is borne on that foot.

13:31.817 --> 13:36.401
Of the following patients,
which shows an abductor limp?

13:37.277 --> 13:38.377
Number one.

13:51.557 --> 13:54.710
Number two,

14:02.571 --> 14:04.383
or number three?

14:07.997 --> 14:08.997
Three.

14:09.227 --> 14:12.060
This patient has an abductor limp.

14:15.647 --> 14:17.480
Which hip is involved?

14:19.517 --> 14:20.567
The left.

14:21.407 --> 14:25.070
Notice how his trunk
shifts over his left hip

14:25.150 --> 14:28.400
while weight is borne on the left foot.

14:31.517 --> 14:35.767
Number one demonstrates
the so-called antalgic gait.

14:36.467 --> 14:41.367
This patient has pain in his right foot,
and will bear weight on that foot

14:41.447 --> 14:44.864
only for so long as absolutely necessary.

14:47.207 --> 14:53.124
Number two has a normal gait,
but with more than usual bounce and swing.

14:54.317 --> 14:57.777
Some individuals incorporate
characteristics in their gait,

14:57.857 --> 15:01.774
which at first glance
may appear to be abnormal.

15:02.837 --> 15:07.907
For Final emphasis,
number three has an abductor limp.

15:08.897 --> 15:12.647
Notice how his trunk
shifts over his left hip,

15:12.857 --> 15:16.107
while weight is borne on the left foot.

15:17.027 --> 15:20.027
Remember, teaching is most effective

15:20.177 --> 15:24.387
when the student is provided
a clear-cut description of,

15:24.467 --> 15:27.717
the activity he is expected to perform,

15:29.237 --> 15:32.821
the conditions
under which he is to perform,

15:34.037 --> 15:39.704
and the evaluation standard
by which his performance is to be judged.

15:40.067 --> 15:43.151
In other words, a complete objective.

15:45.317 --> 15:48.627
The student's activity
may be directly observable,

15:48.707 --> 15:52.907
as when testing motor skills,
or indicator,

15:53.717 --> 15:56.217
when mental skills are tested.

15:56.657 --> 16:02.574
Often, the activity may involve
both observable and indicator behaviors.

16:04.337 --> 16:08.367
You will now view a person
taking a blood pressure reading.

16:08.447 --> 16:11.637
After observing the procedure,
write an objective

16:11.717 --> 16:16.437
which can be used with students
required to conduct this procedure.

16:16.517 --> 16:20.403
In this case, the student
has already demonstrated proficiency

16:20.483 --> 16:23.983
in applying and using
the sphygmomanometer.

16:24.527 --> 16:27.694
You will be shown the procedure twice.

18:03.887 --> 18:07.387
Now, write an objective
for this procedure.

18:32.027 --> 18:34.817
One objective could read,

18:34.907 --> 18:39.117
"Given a cooperative patient
and the appropriate equipment,

18:39.197 --> 18:43.257
the student will determine
and record the patient's blood pressure

18:43.337 --> 18:46.087
within 5 millimeters of mercury."

18:48.617 --> 18:53.201
In this objective,
the conditions are established first.

18:57.287 --> 18:59.907
The activity called for is,

18:59.987 --> 19:04.237
"Determine and record
the patient's blood pressure."

19:08.297 --> 19:13.607
The evaluation standard is,
"Within 5 millimeters of mercury."

19:17.297 --> 19:21.131
Now, write an objective
in your specialty area.